Digital literacy

(1)

(2)

Digital literacy – myths and realities

Julian Fraillon

(3)

Overview

• An incomplete history of computing instruction in schools

• Intersections in digital competencies

• Examples of work measuring and reporting on ICT/digital literacies

• Myths and realities

• Concerns

• Futures

• Questions

(4)

An incomplete history of computing instruction in schools

Computer science/computing (1980s – 1990s)

– Emphasis on PC use, programming in ‘basic’ languages (e.g. Logo, Pascal, Basic) and use of applications (later) ICT literacy/digital literacies

(mid 1990s to present – peak in early 2000s)

– De-emphasis on computing and emphasis on

information literacy and communication (two-way) in

a digital environment

(5)

An incomplete history of computing instruction in schools (cont.)

Computing/digital technologies

(2010s – present with genesis in mid 2000s) – Increasing emphases on:

i. Understanding computer use (mid 2000s) ii. Uses of digital technologies to solve “real

world” problems (mid 2000s)

iii. Computational thinking/coding/algorithmic

thinking (2010s)

(6)

Intersections in digital competencies

Computer science

ICT /digital literacies Computing/

digital technologies

(7)

Computer science

• Computational thinking

• Algorithmic thinking

• Coding/programming

(8)

Computer science

Intersections in digital competencies

• Ethical use

• Safe

• Responsible

• Respectful

• Production of digital artefacts

(9)

Computer science

• Evaluating technical specifications

• Evaluating UI and UX designs

(10)

Computer science

Intersections in digital competencies

• Understanding computer use

• Problem solving

(11)

Measuring and reporting ICT/digital literacies

• IEA International Computer and Information Literacy Study

– Grade 8 (or equivalent)

– 2013 and 2018 (in development) – Cross-national (22 “countries” in

2013, 14 in 2018)

– Two 30 minute test modules assessing CIL

– Questionnaires for students, teachers, ICT coordinators, principals and national centres – In 2018 eight countries are also

completing an computational

thinking international option (two 25 minute modules)

• Australian NAP ICT Literacy – Grades 6 and 10 (≈11 and 15

year olds)

– Triennial since 2005 – Representative sample

(national and at the level of states and territories)

– Four 20 minute test modules assessing ICT literacy

– Students also complete a questionnaire about their ICT use in and out of school

(12)

CIL Scale Summary

Search for and locate information, plan use of information when creating information products

Critical perspective and autonomy when gathering information or creating information products

Precision, efficiency and control when gathering information or creating information products

Evaluate the reliability of information based on its content and probable origin, create information products targeted for audience and purpose

ICILS L4

NAP L5,6

Work independently using computers as information-gathering and management tools, recognize the nature and quality of information reflects the characteristics of people who created it

NAP L4 ICILS

L3

Complete basic and explicit information gathering and management tasks, simple information products that show consistency of design, and show awareness of mechanisms for protecting personal information

ICILS L2

NAP L3

Demonstrate familiarity with the basic range of software commands, recognize potential for misuse of computers

ICILS L1

NAP

L2

(13)

Myth 1

The “digital natives”

(14)

Student CIL by level (ICILS 2013)

Country

Korea, Rep. of Australia

Poland

Czech Republic Norway (Grade 9)¹ Slovak Republic

Russian Federation² Croatia

Germany†

Lithuania Chile

Slovenia Thailand² Turkey

ICILS 2013 average

25% 50% 75%

BL1 L1 L 2 L3 L4

(15)

Country

Korea, Rep. of Australia

Poland

Czech Republic Norway (Grade 9)¹ Slovak Republic

Russian Federation² Croatia

Germany†

Lithuania Chile

ICILS 2013 average

25% 50% 75%

BL1 L1 L 2 L3 L4

ICILS L1: Demonstrate familiarity with the basic range of software commands, recognize potential for misuse of computers

Student CIL by level

Student CIL by level (ICILS 2013)

(16)

0%

20%

40%

60%

80%

100%

Year 6 Year 10

L1 (or below), 13% L1 (or below), 3%

L2, 33%

L2, 10%

L3, 41%

L3, 33%

L4, 13%

L4, 46%

L5, 8%

Student ICTL by level (Aust., 2017)

(17)

0%

20%

40%

60%

80%

100%

Year 6 Year 10

L1 (or below), 13% L1 (or below), 3%

L2, 33%

L2, 10%

13% at or below L2

Student ICTL by level (Aust., 2017)

NAP Level 2: basic and explicit information-gathering and management tasks. Complete actions in response to specific instructions. Demonstrate awareness of mechanisms for protecting personal information.

46% at or below L2

(18)

Myth 2

Boys will outperform girls

(19)

Gender differences in CIL (ICILS 2013)

Country Australia Chile Croatia

Czech Republic Germany†

Korea, Rep. of Lithuania

Norway (Grade 9)¹ Poland

Russian Federation² Slovak Republic

ICILS 2013 average

0 25 50

Difference (CIL scale points) Females - Males

24(4.0) 25(4.8) 15(3.5) 12(2.7) 16(3.8) 38(4.1) 17(3.4) 23(3.5) 13(3.7) 13(2.4) 13(4.1) 29(3.6) 9(5.6) 2(3.8) 18(1.0)

(20)

380 390 400 410 420 430 440 450 460

2005 2008 2011 2014 2017

NAP - ICT Literacy Scale Scores 2005 to 2017 (Year 6)

Male students Females students

490 500 510 520 530 540 550 560 570 580 590

2005 2008 2011 2014 2017

NAP - ICT Literacy Scale Scores 2005 to 2017 (Year 10)

Male students Females students

Gender differences in ICTL (Years 6 & 10)

(21)

Myth 3

ICT have transformed classrooms and pedagogy

(22)

0 20 40 60 80 100

ICILS 2013 average Turkey Thailand² Slovenia Slovak Republic Russian Federation² Poland Norway (Grade 9)¹ Lithuania Korea, Republic of Germany†

Czech Republic Croatia Chile Australia

Preparing reports or essays

Preparing presentations

Working with other students from your own school

Completing

[worksheets] or exercises

Most frequent

Students’ use of computers for school-related purposes

Reported using computers for this purpose at least once a month (%)

(23)

0 20 40 60 80 100

ICILS 2013 average Turkey Thailand² Slovenia Slovak Republic Russian Federation² Poland Norway (Grade 9)¹ Lithuania Korea, Republic of Germany†

Czech Republic Croatia Chile Australia

Completing tests

Organizing your time and work

Writing about your learning

Working with other students from other schools

Least frequent

Students’ use of computers for school-related purposes

Reported using computers for this purpose at least once a month (%)

(24)

0 20 40 60 80 100

ICILS 2013 average Turkey Thailand Slovenia Slovak Republic Russian Federation¹ Poland Lithuania Korea, Rep. of Czech Republic Croatia Chile Australia

Presenting information through direct class instruction

Reinforcing learning of skills through repetition of examples

Providing feedback to students

Assessing students' learning through tests

Most frequent

Teachers’ self-reported use of ICT in class

Reported using activity often using ICT in reference class (%)

(25)

Teachers’ self-reported use of ICT in class

Reported using activity often using ICT in reference class (%)

0 20 40 60 80 100

ICILS 2013 average Turkey Thailand Slovenia Slovak Republic Russian Federation¹ Poland Lithuania Korea, Rep. of Czech Republic Croatia Chile

Australia Supporting inquiry

learning

Collaborating with parents or guardians in supporting students’ learning

Enabling students to collaborate with other students (within or outside school)

Mediating communication between students and experts or external mentors

Least frequent

(26)

Software tool Mean(%) Min (%) Max (%) Wordprocessors or Presentation Software 30 13 47

Computer-Based Information Resources 23 16 32

Tutorial Software or [Practice Programs] 15 7 28

Interactive Digital Learning Resources 15 8 21

Communication Software 10 3 17

Multimedia Production Tools 8 1 17

Graphing or Drawing Software 7 3 20

Spreadsheets 7 3 16

Data Logging and Monitoring Tools 6 2 13

Digital Learning Games 5 2 9

E-portfolios 4 1 10

Social Media 4 1 18

Concept Mapping Software 4 0 9

Simulations and Modeling Software 3 0 6

Teachers’ self-reported use of ICT in class

Tools used by teachers in most lessons with reference class

(27)

Myth 4

Student digital literacy will continue to increase

(28)

Australian NAP ICT-L average scores (2005 to 2017)

350 375 400 425 450 475 500 525 550 575 600

2005 2008 2011 2014 2017

NAP -ICTL Scale Score Points

Year

NAP - ICT Literacy Scale Scores 2005 to 2017

Year 6 Year 10

(29)

Concerns

• Style over substance

• Lost in the cross-curricular fog (failings in explicit teaching)

• Tablets

• Teacher preparation and

teacher preparedness

(30)

Futures

Computing/digital technologies

A device debate

Core digital competencies

(31)

Thank you Questions

[email protected]

ICILS 2013 International Report

http://www.springer.com/gp/book/9783319142210

NAP ICT Literacy Reports

https://www.nap.edu.au/results-and-reports/national-reports DIGICOMP 2.0

https://ec.europa.eu/jrc/en/digcomp/digital-competence-framework